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Kindergarten ELA CCGPS Frameworks - Unit 3
Theme: Reading to Learn
Grade Level: Kindergarten
Overview of the unit
This unit is provided as a sample of lessons and available resources. It is your responsibility to
investigate the resources listed here to determine the purpose, text complexity, and appropriateness
according to your district. GaDOE does not endorse or recommend the purchase or use of any
particular resource. This unit is text/theme neutral. Therefore, lessons are standards based rather
than text or theme focused. Suggested texts, themes, and mini-lessons are provided but not required.
Each lesson contains activities sequenced as a gradual release towards independence of
the standards in the following order: teacher modeling, group practice, independent practice, and
assessment. Lessons are grouped in this unit according to genre. There is an initial unit overview
that provides a suggested a weekly layout. Then under the literary and informational areas there
is a detailed five day suggested lesson guide that would provide a repetitive structure for your
Kindergarten students but still provide you with the freedom to select the skills and areas that your
students need to develop. Even though lessons are separated by boxes they are not intended to be
taught in isolation (Reading and ELA). Teachers who are departmentalized will want to collaborate
to ensure that they are using common literature and assessments that integrate Science and
Social Studies standards. Teachers who are self-contained should understand that the lessons can
be combined into a reading/language arts block. All graphic organizers for the assessments are
included in the resource packet.
In this unit, students will begin to use their sound knowledge to create words, build sentences,
and reflect comprehension. Students will communicate their understanding of literary devices.
Students will investigate information and record their understanding on graphic organizers. Students
will also begin to summarize their understanding in their own words. Each week the students will
complete the writing process with a prompt that links to the mentor text presented in reading. Below,
a table is provided with book suggestions that match content. The literary week lessons can be
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 1
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alternated with the informational lessons or taught consecutively.
Below you will find a chart with a literary text and informational text matching the content covered during this nine
weeks if you are following the state department frameworks and pacing for content areas. The unit is text neutral but
genre specific. Whether you choose to alternate literary and informational weeks or teach each genre consecutively
for four weeks, the books and lesson will work. The repetitive and wide skill base gives students ample practice time
as they “grow into their reading shoes”. By knowing the expectations and keeping consistent records on the standards
and the student progress within those standards, mastery can be assessed easily and students have the opportunity
to show growth with various subject matter and skill simultaneously. Each week is built to include the bulk of focus
standards and as always supporting standards are supporting through the delivery of each lesson and completed by
students through each task. The book list is a suggested list only. Any book of each genre will work within the lesson.
Remember the lessons are non-text specific.
Book Choice Suggestions
Needs/Wants Animals Community
Helpers
President’s Day
Literary
Paddy's Pay Day
by Alexandra Day
Literary
The Very Hungry
Caterpillar by Eric Carle
(any other life cycle book
by Eric Carle will work as
well)
Literary
What Do People
Do All Day
by Richard Scarry
Literary
Mr. Lincoln’s Whiskers
by Karren B. Winnick
George Washington
and the General’s Dog
by Frank Murphy
Informational
Needs and Wants
(Pebble Books)
Olson Gillia M.
Informational
Any life cycle book for
animal, insect, etc.
From Caterpillar
to Butterfly
by Deborah
Heiligman
Informational
Any book that tells about
community helpers and
their jobs
Emergency!
by Gail Gibbons
Informational
Any book that gives
facts and details on the
presidents and/or the
holiday
Meet George
Washington
by Patricia A. Pingry
Meet Abraham Lincoln
by Patricia A. Pingry
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 2
All Rights Reserved
Other book suggestions that match 2012 theme Leader by Day, Superhero by Night!
What Makes Day and Night By Franklyn Branley (230L)
What the Sun Sees, What the Moon Sees By Nancy Tafuri Eliot Jones
Midnight Superhero By Anne Cottringer
Suggested Lesson Calendar
Week 1: Summative Pre-Assessment
****Hint: Each Assessment should be given to the students with little guidance. The results will help you form flexible
groups and differentiated small group lessons. It will also give you a better data result to compare in week 9.
Literary Focus: Write a summary of your favorite book. Include details about the characters, setting,
and plot. Make sure your sentences are complete with capital letters and punctuation. Include an
illustration of your favorite part.
Informational Focus: Write a letter to the author of an informational book you have read or heard
read to you. Include facts you learned. Also share a fact you knew about the main idea before
reading the book. Make sure your sentences are complete with capital letters and punctuation.
Include an illustration showing your favorite fact.
Literary: Weeks 3, 5, 7 Informational: Weeks 2, 4, 6, 8
Reading: Choose literary read aloud.
Follow lessons indicaticated in literary week plan.
Writing: Choose one writing prompt to focus on
and lead students through writing process. Follow
lessons indicated in literary week plan.
Foundational: Prior to lesson, selected sound
(s) to focus on for foundational lessons. Follow
lessons indicated in literary week plan.
Reading: Choose informational read aloud.
Follow lessons indicaticated in informational week
plan.
Writing: Choose one writing prompt to focus on
and lead students through writing process. Follow
lessons indicated in informational week plan.
Foundational: Prior to lesson, selected sound
(s) to focus on for foundational lessons. Follow
lessons indicated in informational week plan.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 3
All Rights Reserved
Week 9: Summative Assessment
Repeat Week 1 Assessments. Encourage students to use graphic organizers, anchor charts, etc. to show
understanding of how to use tools to convey knowledge and information. Compare data in week 1 and week 9
using a rubric based on standards taught during the unit.
Continually assessed and presented standards for literary and foundational skills:
ELACCKRL10: Actively engage in group reading activities with purpose and understanding.
ELACCKRF1: Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page-by-page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
ELACCKRF4: Read emergent-reader texts with purpose and understanding.
ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under
discussion).
b. Continue a conversation through multiple exchanges.
ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and
answering questions about key details and requesting clarification if something is not understood.
ELACCKSL3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Literary Focused Writing Prompts for Writing Lessons
1 Pretend that you have been asked by the author to write a different ending for
the book you have been reading. Write a new ending that includes details about
the characters and setting. Be sure your sentences have capital letters and
punctuation.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 4
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2 Identify the main character in a story you have been reading. Write a letter to a
friend describe the character and why you like or do not like the character. Be
sure your sentences have capital letters and punctuation.
3 Identify your favorite part of a story you have been reading. Create a movie poster
telling other readers about your favorite part. Include the character’s name,
setting, and details from the event. Be sure your sentences have capital letters
and punctuation.
Literary Summative Assessment Rubric
Standard 1 2 3 4
ELACCKRL1: With
prompting and
support, ask and
answer questions
about key details in a
text.
Student does
not answers
questions about
key details in a
text.
Student answers
some questions
about key details in
a text but missing
major facts.
Student answers
questions about
key details in a
text.
Student answers
questions about key
details in a text and
provides more in- depth information
than.
ELACCKRL2: With
prompting and
support, retell familiar
stories, including key
details.
Student does
not retell familiar
stories, including
key details.
Students retell
some of familiar
stories, including
key details.
Students retell
familiar stories,
including key
details.
Students retell
familiar stories,
including key details
and provides more
in-depth information
than.
ELACCKRL3: With
prompting and
support, identify
characters, settings,
and major events in a
story.
Student does
not identify
characters,
settings, and
major events in a
story.
Students identify
some characters,
settings, and major
events in a story.
Students identify
characters,
settings, and
major events in a
story.
Students identify
characters, settings,
and major events in
a story and provides
more in-depth
information than.
ELACCKW3: Use Student does Student uses some Student uses a Student uses a
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 5
All Rights Reserved
a combination of
drawing, dictating, and
writing to narrate a
single event or several
loosely linked events,
tell about the events in
the order in which they
occurred, and provide
a reaction to what
happened.
not use a
combination
of drawing,
dictating, and
writing to narrate
a single event or
several loosely
linked events,
tell about the
events in the
order in which
they occurred,
and provide a
reaction to what
happened.
a combination of
drawing, dictating,
and writing to
narrate a single
event or several
loosely linked
events, tell about
the events in the
order in which
they occurred, and
provide a reaction to
what happened.
combination of
drawing, dictating,
and writing to
narrate a single
event or several
loosely linked
events, tell about
the events in the
order in which
they occurred, and
provide a reaction
to what happened.
combination of
drawing, dictating,
and writing to narrate
a single event or
several loosely linked
events, tell about
the events in the
order in which they
occurred, and provide
a reaction to what
happened.
Informational Summative Assessment Rubric
Standard 1 2 3 4
ELACCKRI1: With
prompting and support,
ask and answer
questions about key
details in a text.
Student does
not answer
questions about
key details in a
text.
Student answers
some questions
about key details in
a text but missing
major facts.
Student answers
questions about
key details in a text.
Student answers
questions about key
details in a text and
provides more in-depth
information than.
ELACCKRI2: With
prompting and support,
identify the main topic
and retell key details of
a text.
Student does
not identify the
main topic and
retell key details
of a text.
Student identifies
some of the main
topic and retell key
details of a text.
Student identifies
the main topic and
retell key details of
a text.
Student identifies the
main topic and retell
key details of a text
and provides more in- depth information than.
ELACCKRI3: With
prompting and support,
describe the connection
between two individuals,
events, ideas, or pieces
of information in a text.
Student does
not describe
the connection
between two
individuals,
events, ideas,
or pieces of
Student describes
some of the
connection
between two
individuals, events,
ideas, or pieces
of information in a
Student describes
the connection
between two
individuals, events,
ideas, or pieces
of information in a
text.
Student describes the
connection between
two individuals, events,
ideas, or pieces of
information in a text
and provides more in- depth information than.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 6
All Rights Reserved
information in a
text.
text.
ELACCKW2: Use a
combination of drawing,
dictating, and writing to
compose informative/
explanatory texts in
which they name what
they are writing about
and supply some
information about the
topic.
Student does
not use a
combination
of drawing,
dictating,
and writing
to compose
informative/
explanatory
texts in which
they name what
they are writing
about and
supply some
information
about the topic.
Student uses some
a combination
of drawing,
dictating, and
writing to compose
informative/
explanatory texts
in which they
name what they
are writing about
and supply some
information about
the topic but not
enough to provide
information.
Student use a
combination
of drawing,
dictating, and
writing to compose
informative/
explanatory texts
in which they
name what they
are writing about
and supply some
information about
the topic.
Student use a
combination of
drawing, dictating,
and writing to
compose informative/
explanatory texts
in which they name
what they are writing
about and supply
some information
about the topic and
provides more in-depth
information than.
Students can use this for both formative and summative assessment. They can
write in their I CAN statement or for students that need a little more support you can
write in the I CAN for them.
Student Rubric Checklist
Standard 1 2 3 4
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 7
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Literary Lessons
Standards:
ELACCKRL1: With prompting and support, ask and answer questions about key details in a text.
ELACCKRL6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
ELACCKW8: With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 8
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d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or
CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
I Can Statements:
I can answer questions about why an author wrote a book.
I can identify the author and what he does.
I can illustrate an idea I would like to write about.
I can sort sounds in words.
Day Reading Writing Foundational
1
Using a literary read aloud,
lead students through a
picture walk to identify
theme/author’s purpose.
Individually students
will predict problem and
solution based on the
picture walk and identified
theme.
Present Writing Prompt:
Allow students to
brainstorm the prompt
by drawing a picture of
what they would like to
write. Prompt details
such as advising them
to add colors, objects,
characters as it relates to
the read aloud.
Introduce focus sounds; model
writing, making the sound, and
construct a 3 way sort of words
that end, begin, and have the
focus sound in the middle.
Formative Assessments
Problem/Solution
T Chart
Brainstorm Pictures 3 Way Sort Lists
Standards:
ELACCKRL1: With prompting and support, ask and answer questions about key details in a text.
ELACCKRL4: Ask and answer questions about unknown words in a text.
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 9
All Rights Reserved
ELACCKW3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell
about the events in the order in which they occurred, and provide a reaction to what happened.
I Can Statements:
I can answer questions about the book I am reading.
I can write a sentence to match my picture.
I can match rhyming words.
I can sort words by sounds.
Day Reading Writing Foundational
2
Using same read aloud,
read and model completing
a 5Ws graphic organizer.
In pairs, students will
complete their own 5W
chart on their own reading
level book. (If you have
non-readers, assign
them with a student who
can read to them or pull
them for a small group
for accuracy/fluency
instruction)
Use brainstorm picture
from previous lesson to
begin a graphic organizer
to organize sentences to
match the picture.
Use onset/rime cards or a 2 way
sort using the focus sound to
create new words. Students
should write the words in their
word journal, reading journal, or
vocabulary folder. Encourage
students to begin sorting words
in alphabetic order.
Formative Assessments
5Ws Graphic
Organizer
Sentence Organizer 2 Way Sort
Standards:
ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.
ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words.
c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 10
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ELACCKW3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell
about the events in the order in which they occurred, and provide a reaction to what happened.
I Can Statements:
I can identify the characters, setting, and beginning, middle, and end in my book.
I can use a graphic organizer to write my sentences in an order.
I can read my sight words.
I can write with my sight words.
Day Reading Writing Foundational
3
Using the same
read aloud, model
completing a story
map that identifies the
characters, setting,
and plot. Individually,
students should
complete a story map
based on a book on
their reading level. (If
you have non-readers,
assign them with a
student who can read
to them or pull them
for a small group for
accuracy/fluency
instruction)
Model using graphic
organizer (sentence
organizer) to complete a
rough draft. Be sure to
highlight beginning the
sentence with a capital
letter, spacing between
words, and punctuation.
Introduce sight words related to the
sound or words that are next on
your list for mastery. Using letter
tiles, stamps, cut apart letters, etc.
students should build the sight
words at least three times. To begin
sentence fluency using standard
vocabulary, students should use each
sight word in a sentence. Model/
conference on proper sentence
structure and using punctuation.
Students can also illustrate their
sentences to show comprehension
connections between reading and
writing.
Formative Assessments
Story Map Rough Draft Sight Word Sentences
Standards:
ELACCKRL2: With prompting and support, retell familiar stories, including key details.
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Georgia Department of Education
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b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.)
ELACCKW5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as
needed.
I Can Statements:
I can retell a story in order.
I can separate sounds.
I can edit my paper and my friend’s paper.
I can add to my paper after it is edited.
Day Reading Writing Foundational
4
Using the same read aloud, model
sequencing events by using post- its labeled 1st, 2nd, 3rd, etc. and
place them on the corresponding
pages depicting the events during
the read aloud. Divide students into
small groups and give them a piece
of drawing paper. Assign each group
a book on their reading level. Each
student should illustrate and write
about one event in the story and label
the events with temporal words. After
completing, the groups should present
their drawings to the class and put
the illustrations in order according to
the sequence of events found in their
book. (For non-readers, perform this
activity with them with a picture book
or read aloud. You can also pair them
with readers in small groups.)
Model using an editing
checklist to check work. In
pairs students can complete
a peer editing checklist after
completing the checklist on
their writing themselves. The
teacher will then conference
with students on editing and
work completed to this point.
Using the focus sound,
model segmenting words
with the sound in the
beginning, middle, and
end of the word. Refer
back to the 3 way sort
chart from Day 1 to make
connections with the lists
and the sounds. Have
students complete a
segmenting elkonin box
diagram or 3 way sort
chart to show each sound
segmented. Be sure to
focus on sounds that
have more than one letter
but make one sound as
being included in on box
or column.
Formative Assessments
Sequencing Activity Editing Checklist 3 Way Sort or Elkonin
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Dr. John D. Barge, State School Superintendent
June 2013 * Page 12
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Standards:
ELACCKRL1: With prompting and support, ask and answer questions about key details in a text.
ELACCKRL2: With prompting and support, retell familiar stories, including key details.
ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
ELACCKW3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in
the order in which they occurred, and provide a reaction to what happened.
ELACCKW8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a
question.
ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions
about key details and requesting clarification if something is not understood.
I Can Statements:
I can summarize a book I have read in my own words.
I can write to answer a question about a book.
I can lend my sounds to make and spell new words.
Day Reading Writing Foundational
5
Using the same
read aloud, model
summarizing the story
using the previous
lessons’ graphic
organizers (story map,
5Ws, and sequencing).
Individually students
should complete their
own summary page
with an illustration.
Students will complete a final
draft with illustration using
the edited rough draft pieces
completed in earlier lessons.
Students can present in
“Author’s Chair” share time.
Using the focus sound,
model blending words with
the sound in the beginning,
middle, and end. Reference
3 way sort chart from day 1
to make connections with
the words. Students should
show combining sounds from
pictures, elkonin boxes, or 3
way sorts to form a word and
illustrate.
Formative Assessments
Story Summary Final Draft 3 Way Sort
Elkonin Boxes
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 13
All Rights Reserved
Continually assessed and presented standards for Informational and foundational skills:
ELACCKRI10: Actively engage in group reading activities with purpose and understanding.
ELACCKRF1: Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page-by-page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
ELACCKRF4: Read emergent-reader texts with purpose and understanding.
ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under
discussion).
b. Continue a conversation through multiple exchanges.
ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and
answering questions about key details and requesting clarification if something is not understood.
ELACCKSL3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Informational Focused Writing Prompts for Writing Lessons
1 Identify the important things you learned from a book you have been reading. Write a newspaper
article sharing at least three facts that you have learned. Be sure to include an opening sentence to
explain the main idea. Be sure your sentences have capital letters and punctuation.
2 Identify two facts in a book you have been reading that are not the same. Write one sentence
explaining how the facts are alike and one sentence explaining how the facts are different. Include
another sentence that shows how the facts relate to the main idea. Be sure your sentences have
capital letters and punctuation.
3 Find your favorite picture, illustration, or photograph in a book you have been reading. Describe
what you learned from the picture, why you like it, and how it helped you learn. Be sure your
sentences have capital letters and punctuation.
4 Write a letter to a friend explaining why the book you have been reading is the best book to read for
information on that topic. Use details about the text features and two facts you learned. Be sure
your sentences have capital letters and punctuation.
Georgia Department of Education
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June 2013 * Page 14
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Informational Lessons
Standards:
ELACCKRI1: With prompting and support, ask and answer questions about key details in a text.
ELACCKRI2: With prompting and support, identify the main topic and retell key details of a text.
ELACCKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the topic.
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or
CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
I Can Statements:
I can answer questions about why an author wrote a book.
I can identify the main idea..
I can illustrate an idea I would like to write about.
I can sort sounds in words.
Day Reading Writing Foundational
1
Using an informational
read aloud, model
identifying the main idea
of the book. Individually
students should read an
informational book on their
level and identify the main
idea on a main idea and
supporting details graphic
organizers.
Present Writing Prompt:
Allow students to
brainstorm the prompt by
drawing a picture of what
they would like to write.
Prompt details such as
advising them to add
colors, objects, and facts
as it relates to the read
aloud.
Introduce focus sounds; model
writing, making the sound, and
construct a 3 way sort of words
that end, begin, and have the
focus sound in the middle.
Formative Assessments
main idea and
supporting details
Brainstorm Pictures 3 Way Sort Lists
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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organizer
Standards:
ELACCKRI2: With prompting and support, identify the main topic and retell key details of a text.
ELACCKRI4: With prompting and support, ask and answer questions about unknown words in a text.
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
ELACCKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the topic.
I Can Statements:
I can answer questions about the book I am reading.
I can write a sentence to match my picture.
I can match rhyming words.
I can sort words by sounds.
Day Reading Writing Foundational
2
Using same read aloud,
read and model finding
supporting details. Add
details to main idea
organizer from Day 1.
Independently, students
will use their same
book from Day 1 to add
supporting details to
the main idea graphic
organizer.
Use brainstorm picture
from previous lesson to
begin a graphic organizer
to organize sentences
to match the picture.
Sentences should each
state a fact.
Use onset/rime cards or a 2 way
sort using the focus sound to
create new words. Students
should write the words in their
word journal, reading journal, or
vocabulary folder. Encourage
students to begin sorting words
in alphabetic order.
Formative Assessments
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 16
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Main Idea and
Supporting Details
Organizer
Sentence Organizer 2 Way Sort
Standards:
ELACCKRI5: Identify the front cover, back cover, and title page of a book.
ELACCKRI7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g.,
what person, place, thing, or idea in the text an illustration depicts).
ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words.
c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
ELACCKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the topic.
I Can Statements:
I can identify the text features of a book that help me understand better..
I can use a graphic organizer to write my sentences in an order.
I can read my sight words.
I can write with my sight words.
Day Reading Writing Foundational
3
Using the same read
aloud, model using
text features to find
information. Model
completing a text
feature checklist.
Using the same book
from Day 1, students
should complete a text
features checklist with
their book.
Model using graphic
organizer (sentence
organizer) to complete a
rough draft. Be sure to
highlight beginning the
sentence with a capital
letter, spacing between
words, and punctuation.
Introduce sight words related to the
sound or words that are next on
your list for mastery. Using letter
tiles, stamps, cut apart letters, etc.
students should build the sight
words at least three times. To begin
sentence fluency using standard
vocabulary, students should use each
sight word in a sentence. Model/
conference on proper sentence
structure and using punctuation.
Students can also illustrate their
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 17
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sentences to show comprehension
connections between reading and
writing.
Formative Assessments
Text Features
Checklist
Rough Draft Sight Word Sentences
Standards:
ELACCKRI9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
ELACCKRI3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.)
ELACCKW5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as
needed.
I Can Statements:
I can identify fact and relate the facts to the main idea. I can compare events, people, and/or topics/ideas.
I can separate sounds.
I can edit my paper and my friend’s paper.
I can add to my paper after it is edited.
Day Reading Writing Foundational
4
Using the same read aloud, model
identifying cause/effect or compare/
contrast (depending on the text).
Using the same text from Day 1, in
pairs or groups, students should
create cause/effect charts or compare/
contrast (depending on their books).
* If using small groups or pairs and
focusing on compare and contrast,
Model using an editing
checklist to check work. In
pairs students can complete
a peer editing checklist after
completing the checklist on
their writing themselves. The
teacher will then conference
with students on editing and
work completed to this point.
Using the focus sound,
model segmenting words
with the sound in the
beginning, middle, and
end of the word. Refer
back to the 3 way sort
chart from Day 1 to make
connections with the lists
and the sounds. Have
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 18
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students can compare two different
book with the same main idea.
*If using pairs and focusing on cause
and effect, students can find two
causes and two effects alternatively.
students complete a
segmenting elkonin box
diagram or 3 way sort
chart to show each sound
segmented. Be sure to
focus on sounds that
have more than one letter
but make one sound as
being included in on box
or column.
Formative Assessments
Compare/Contrast Cause/Effect Editing Checklist 3 Way Sort/ Elkonins
Standards:
ELACCKRI1: With prompting and support, ask and answer questions about key details in a text.
ELACCKRI2: With prompting and support, identify the main topic and retell key details of a text.
ELACCKRI3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
ELACCKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are
writing about and supply some information about the topic.
ELACCKW8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a
question.
ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions
about key details and requesting clarification if something is not understood.
I Can Statements:
I can summarize information I have read in my own words.
I can write to answer a question about a book.
I can blend my sounds to make and spell new words.
Day Reading Writing Foundational
5
Using the same
read aloud, model
summarizing information
Students will complete a final draft
with illustration using the edited
rough draft pieces completed in
Using the focus sound, model
blending words with the sound in
the beginning, middle, and end.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2013 * Page 19
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learned from the read
aloud using the previous
graphic organizers (main
idea/supporting details,
text feature checklist,
compare/ contrast or
cause/effect organizer)
Individually students
should complete their
own summary on the
book they are reading
independently.
earlier lessons. Students can
present in “Author’s Chair” share
time.
Reference 3 way sort chart from
day 1 to make connections with
the words. Students should show
combining sounds from pictures,
elkonin boxes, or 3 way sorts to
form a word and illustrate.
Formative Assessments
Fact Summary Final Draft 3 Way Sort
Elkonin Boxes
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Dr. John D. Barge, State School Superintendent
June 2013 * Page 20
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Drive